Syllabus
Master of Social Work
SSWO 657 – Social Work Practice with Military Members, Veterans, and Families – Spring A 2021
Credits - 3
Description
This course examines how social, political, and contextual factors influence mental health, psychosocial, and behavioral outcomes and treatment-seeking behaviors among military personnel, veterans, and their families. Students will examine the military from a variety of perspectives, including its background and organization, social systems, core values, artifacts, language and socially acceptable practices as these practices impact soldiers. This course addresses the needs of active duty, deployed service members, Veterans, and their families at different developmental phases of the military life course. A range of physical, mental, and psychosocial issues including deployment stressors and post-deployment mental health (i.e., physical challenges, posttraumatic stress disorder, traumatic brain injury, anxiety and depressive symptoms, substance use/abuse, suicidal ideation, and interpersonal conflicts) will be addressed in this course.
Materials
Learning Objectives and Outcomes
School of Social Work Program Outcomes:
Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:
- Demonstrates ethical and professional behavior.
- Advance human rights and social, racial, economic, and environmental justice.
- Engage in anti-racism, diversity, equity, and inclusion (ADEI) in practice.
- Engage in practice-informed research and research-informed practice.
- Engage in policy practice.
- Engage with individuals, families, groups, organizations, and communities.
- Assess individuals, families, groups, organizations, and communities.
- Intervene with individuals, families, groups, organizations, and communities.
- Evaluate practice with individuals, families, groups, organizations, and communities.
Course Outcomes
Upon completion of this course, students will be able to:
- Develop professional capacity to assess military culture dynamics and their impact on military/veteran families
- Resolve ethical dilemmas arising in military social work practice
- Assess the resiliencies, strengths, and needs of military/veteran families and practice competently with diverse military/veteran populations including women, people of color, veterans compounded by homelessness, physical mental health issues, and substance abuse
- Apply best-evidence interventions for the assessment, prevention, and treatment of mental health and family relationship challenges identified with military/veteran individuals and their families
- Synthesize the complexities highlighting the military social worker role particularly as it pertains to intra-familial stress, post-war trauma and bereavement, reintegration into society and transition to civilian life, the effective use of interdisciplinary collaboration, and advocacy
Assignments
Whole Class Discussions
You will be asked to post one initial response to a Discussion Question each week, and then make a minimum of 2 peer response comments per week. Postings must meet the criteria for substantiveness to earn the maximum points available.
Differentiation between PTSD and War-Induced PTSD Paper
Explore the literature as it relates to the differences between PTSD and war-induced PTSD. Your paper should be no longer than 4 pages and should include at least 8 peer-reviewed sources from the literature.
Special Populations Literature Review Paper
You will select a topic from week 3, veterans in college, 4, working with families or 5 social workers in the military and combat settings. You will craft a 4 page paper which explores the peer reviewed literature on one of these topics. Your paper should include at least 8 references from peer-reviewed journals and be presented in APA format.
Transition Back to Civilian Life Paper
Review the Pew Research Centers Predictors of transition back to civilian life. Select one of the predictors and discuss how, as a social worker, you would work with a veteran who is transitioning. Your paper should be at least 4 pages and include references from the course texts and other sources.
Final Reflection Paper
For your final paper, reflect on our course materials and what you have learned about working with veterans, their families, and systems. Your paper should be no more than 6 pages and include at least 8 peer-reviewed references.
Grading Policy
The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Whole Class Discussions | 8 weeks x 50 points = 400 points |
| Differentiation between PTSD and War-Induced PTSD Paper | 100 points |
| Special Populations Literature Review Paper | 100 points |
| Transition Back to Civilian Life Paper | 100 points |
| Final Reflection Paper | 300 points |
| Total | 1000 points |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course Weeks
Course weeks run from 12:00 AM ET on Wednesday through 11:59 PM ET on Tuesday, with the exception of Week 8, which ends on Sunday at 11:59 PM ET. Unless otherwise specified, all discussion comments and assignments are due the last day of the week. Initial responses to discussion prompts are due by the end of Saturday unless otherwise noted.
Week 1: Jan 6 – Jan 12
Week 2: Jan 13 – Jan 19
Week 3: Jan 20 – Jan 26
Week 4: Jan 27 – Feb 2
Week 5: Feb 3 – Feb 9
Week 6: Feb 10 – Feb 16
Week 7: Feb 17 – Feb 23
Week 8: Feb 24 – Feb 28
Week 1: Importance of Understanding Military Culture
Readings and Multimedia
- Understanding What Might Be Hard to Understand lecture video
- Beder, J. (2012). Advances in Social Work Practice with the Military. Chapters 1–2.
Whole Class Discussion
- Introduction and Reflection
Week 2: Long-Term Impacts of War-Induced PTSD
Readings and Multimedia
- Issues and Challenges in Working with Survivors of War-Induced PTSD lecture video
- Beder, J. (2012). Advances in Social Work Practice with the Military. Chapter 3.
- Olson, M.D. (2014). Exploring the ethical dilemma of integrating social work values and military social work practice. Social Work, 59(2): 183-185.
- Reisman, M. (2016). PTSD Treatment for Veterans: What’s Working, What’s New, and What’s Next. Daily P&T, 41(10): 623-627, 632-634.
Whole Class Discussion
- Differentiation between PTSD and War-Induced PTSD
Assignment
- Differentiation between PTSD and War-Induced PTSD Paper
Week 3: Veterans in Higher Education
Readings and Multimedia
- Veterans in Higher Education lecture video
- Pryce, J.G., Pryce, D.H., & Shackelford, K.K. The Costs of Courage: Combat Stress, Warriors, and Family Survival. Chapter 9.
- Pew Research Center, The Military-Civilian Gap: Fewer Family Connections
- Richman, M. (2017). Navigating the College Experience: Veterans face challenges in higher education not seen by other students. VA Research Currents.
Whole Class Discussion
- Supporting College Veterans
Week 4: Working with Children and Families
Readings and Multimedia
- Applying Research and Best Practice in Case Assessments lecture video
- Pryce, J.G., Pryce, D.H., & Shackelford, K.K. The Costs of Courage: Combat Stress, Warriors, and Family Survival. Chapters 6–7.
Whole Class Discussion
- Case Assessment: Jessica
Week 5: Social Workers at War
Readings and Multimedia
- Social Workers at War lecture video
- Beder, J. (2012). Advances in Social Work Practice with the Military. Chapters 9–11.
- National Association of Social Workers, Social Work in the Armed Forces
- Simmons, C.A. & DeCoster, V. (2007). Military Social Workers at War: Their Experiences and the Educational Content that Helped Them. Journal of Social Work Education, (43)3: 497-512.
- Brand, M.W. & Weiss, E.L. (2015). Social Workers in Combat: Application of Advanced Practice Competencies in Military Social Work and Implications for Social Work Education. Journal of Social Work Education, (51): 153-168.
- Social Work Opportunities in the Military video
Whole Class Discussion
- Advanced Practice Competencies in Combat Environments
Assignment
- Special Populations Literature Review Paper
Week 6: Understanding the Challenges of Transition from Military to Civilian Life
Readings and Multimedia
- Transitioning from Military to Civilian Life lecture video
- Beder, J. (2012). Advances in Social Work Practice with the Military. Chapters 5–6 and Chapter 8.
- Morin, R. (2011). The Difficult Transition from Military to Civilian Life. Pew Research Center Social and Demographic Trends.
- Stillwell, B., Veterans Transition Survival Guide.
- How to Successfully Transition from Military to Civilian Life video
Whole Class Discussion
- Case Assessment: Terry
Assignment
- Transition Back to Civilian Life Paper
Week 7: Sexual Assault and Survivors in the Military
Readings and Multimedia
- Sexual Assault in the Military lecture video
- Beder, J. (2012). Advances in Social Work Practice with the Military. Chapter 5.
- Psychological Health Center of Excellence, Sexual Assault/Sexual Harassment in the Military
- The Invisible War video
- Invisible Wounds video
Whole Class Discussion
- Sexual Assault and Harassment in the Military
Assignment
- Final Reflection Paper
Week 8: Bringing It All Together
Readings and Multimedia
- Self-Care lecture video
- Beder, J. (2012). Advances in Social Work Practice with the Military. Chapters 6–7.
- Why Self-Care Isn’t Selfish video
- The Missing Ingredient in Self Care video
Whole Class Discussion
- Case Assessment: Corinne
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Social Work page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
The College of Professional Studies supports its online students and alumni in their career journey!
The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
Essential Academic and Technical Standards
Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Confidentiality Statement
Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Attendance Policy
8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.
16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.